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Stations To Create and Analyze Circle Graphs

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Stations To Create and Analyze Circle Graphs

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The students will be working in 3 stations. I'm going to have them work in mixed ability groups today because this is an activity that can be done in groups, but the students will work individually throughout most of the rotations. I chose stations for this activity so that we could use the computers and I could sit with a group to assist them with their circle graph project. Each station will be 20 minutes long and they will rotate through all 3.
This stations activity supports SMP 1,2,3, 4, and 6 Station 1: Computers
In the computer station, I want the students to be able to work with a circle graph maker. ( http://illuminations.nctm.org/ActivityDetail.aspx?ID=204). During this time, I want students to make a circle graph using any data they want. Once they have created their graph, they will print it out. Their job will be to design a good statistical question that supports their graph. This will be hypothetical information. I also want them to come up with 3 questions that can be used to analyze their graph.

For example, a student might say... " I asked 50 students whether they liked strawberry, vanilla or chocolate ice cream and their results are shown in my circle graph."

Types of questions (examples)

1. What flavor is liked the most?

2. What % of students liked chocolate?

3. How many more students chose vanilla over strawberry

Resources: http://illuminations.nctm.org/ActivityDetail.aspx?ID=204
Station 2: Independent Station.
My goal for this station is to have the students work on 6 problems as a group. They can use their own paper to solve the problems as I will want to collect this as evidence of student learning. The six problems all deal with analyzing and interpreting circle graphs. Each problem was chosen to get the students to see the connections between circle graphs and fractions, decimals and percents. Students may use a calculator to solve, but they must show their work and support their answer with an explanation. Students should work on the problems simultaneously. They may peer tutor as needed.

Quesiton 1:

Frank and Joe's Pizza. This question is asking them to find out how much of the pizza was eaten by Frank and Joe. They are seeing the visual of a circle graph and the sections and must use their knowledge of adding fractions to answer this question.

Question2:

Angela's allowance. This question is making the connection of decimals to a circle graph. Some students will reason their way through it by estimating which can be done. The students will need to see that $20 is the whole amount and that each activity is part of that whole amount. Students may struggle with this and that's ok. Let them rely on estimating to assist in solving it.

Question 3:

Luis's survey. This question is asking the students to make a connection between percentages and the amount of students surveyed, which is 50. Allow students to use a calculator or estimation to help solve. However, estimation in this case can get them a ball park answer and they need to come up with an exact.

Question 4:

Sheila's exercising table. Right away the students should be able to see that G and H are not good representations because "occasionally" is the most answered from the table. After that, the students can use estimation to help them solve

Question 5:

Showing 40%. I liked this question because F and G are very similar in their shading. Students will need to rely on their fraction to percent equivalents to help them solve this problem.

Quesiton 6:

Band students. This is a great question to get students really looking at what information is provided in a circle graph. They will need to pay attention to not only the sections, but how many people were surveyed. Attending to precision (SMP6) will be key here.

Resources: circle graph questions , paper, and calculators.
Station 3: M & M activity.
Give each student a package of the fun size M &M's and a large sheet of construction paper or butcher block paper. Then ask the students to separate the M&M's by color on the top of their paper. When they do this, have them record the number of M&M's of each color and the total number. Write this data down on the paper. They should have recorded a total of seven numbers (6 colors and the total). Once they have collected the data, have them arrange the M&M's in a large circle by color.

Once they have their M&M's arranged by color, have them find the sections of the circle each color will represent. (Before doing this, I would ask the students to find the center of the circle) Give them time to think about how they are going to find the center. What do they know about the center? What passes through the center? What tool will they need to find the center?

Have the student figure out the percentage that each section represents by converting the fractions into percents. Have them record these percentages on the sheet of paper.

Have the students compare graphs with other students nearby. Compare similarities and differences. Discuss how circle graphs could be made without having to place the object in the data set in a circle to find the size of each.

Resources: M&M's, construction paper, calculators

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This lesson will allow the student to work through three stations. The stations will focus on creating and analyzing circle graphs. The students will be using technology to create their graphs along with a hands on activity using M & Mâ€™s.

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Stations to Practice Using Order of Operations to Solve Numerical Expressions

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Stations to Practice Using Order of Operations to Solve Numerical Expressions

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Each station will be 20 minutes in duration.

At the teacher work station, I will be using the teacher station power point problems. I will be using them in hard copy so I can pass out the questions to students to complete. While students are working out these problems, I will be looking for and asking about first steps. (SMP 1) If students are struggling, I will have them get out their notes to follow along with the steps. I have also created an orders of operations checklist for students that are strugglers. The checklist has the steps for orders of operations, it is laminated and they can use expo markers to keep track of their steps. This helps them walk through each step and decide whether or not they have to use that step based on the expression they are trying to evaluate.

I will also be watching for the execution of exponents and if they are working the problem out one step at a time. (SMP 2 and 6)

Tools: teacher station power point

At the independent work station, they will be using leveled orders of operations domino worksheets. The domino worksheets range from A to F with level A being the easiest and level F being the hardest. Students can choose which domino worksheet they feel most comfortable solving. Remind students that they will be using the orders of operations to solve each expression. Once they get their solution, the answer goes in the small box and then is moved to the large box to create a new problem. They can turn these domino sheets in as evidence of student learning.

Tools: Leveled domino worksheets.

At the computer work station the students will be working with brain pop. Brain pop is a fun website for the students to use. For today's station, they will be working with orders of operations. They can watch the movie and then take the quiz. I recommend they have a white board and marker or pen and paper to help them solve problems.

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Each station will be 20 minutes in duration. At the teacher work station, I will be using the teacher station power point problems. I will be using them in hard copy so I can pass out the questions to students to complete.

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I take this time to talk to the students about the cumulative nature of the fraction skills they are learning. It is essential for students to understand from the start that each of the skills they have practiced in prior grades, and prior lessons, are designed to prepare them for working on more complex problems.

I compare the skills they are learning to building blocks and lead the students in a conversation about building a tower of blocks. Some of the questions I prompt them with are:
* If you want to build a tall tower that is also strong, what do you do? * If you have a tall strong tower then you remove on of the bottom blocks, what might happen?
Then, I explain that fraction skills are like the blocks that you build with. You need each and very piece to work together. All of the skills that you have practiced over the years are the skills that make the very bottom of the tower, if you want to keep building, you must use these skills every time.

To make this connection more clear, I draw 4 blocks on the board. Then ask students to name various fraction skills they know. I write these skills in the blocks.
* We know fractions are part of a whole, we know how to read them, we know vocabulary words that go with them. * We know how to estimate fractions using benchmark fractions to help. * We know how to make equivalent fractions (simplifying too).
* We know how to add and subtract fractions (but only when the denominators are the same).

These foundational skills will help you tackle more and more challenging problems. Today, we are going to learn something new. You will be using all of these skills that you know, to solve problems like 2/6 +1/4.

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I take this time to talk to the students about the cumulative nature of the fraction skills they are learning. It is essential for students to understand from the start that each of the skills they have practiced in prior grades, and prior lessons, are designed to prepare them for working on more complex problems. I compare the skills they are learning to building blocks and lead the students in a conversation about building a tower of blocks.

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Using Building Blocks to Determine Common Denominators, Make Equivalent Fractions, and Add

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Using Building Blocks to Determine Common Denominators, Make Equivalent Fractions, and Add

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I take this time to talk to the students about the cumulative nature of the fraction skills they are learning. It is essential for students to understand from the start that each of the skills they have practiced in prior grades, and prior lessons, are designed to prepare them for working on more complex problems.

I compare the skills they are learning to building blocks and lead the students in a conversation about building a tower of blocks. Some of the questions I prompt them with are:
* If you want to build a tall tower that is also strong, what do you do? * If you have a tall strong tower then you remove on of the bottom blocks, what might happen?
Then, I explain that fraction skills are like the blocks that you build with. You need each and very piece to work together. All of the skills that you have practiced over the years are the skills that make the very bottom of the tower, if you want to keep building, you must use these skills every time.

To make this connection more clear, I draw 4 blocks on the board. Then ask students to name various fraction skills they know. I write these skills in the blocks.
* We know fractions are part of a whole, we know how to read them, we know vocabulary words that go with them. * We know how to estimate fractions using benchmark fractions to help. * We know how to make equivalent fractions (simplifying too).
* We know how to add and subtract fractions (but only when the denominators are the same).

These foundational skills will help you tackle more and more challenging problems. Today, we are going to learn something new. You will be using all of these skills that you know, to solve problems like 2/6 +1/4.

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I take this time to talk to the students about the cumulative nature of the fraction skills they are learning. It is essential for students to understand from the start that each of the skills they have practiced in prior grades, and prior lessons, are designed to prepare them for working on more complex problems. I compare the skills they are learning to building blocks and lead the students in a conversation about building a tower of blocks.

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Games for Subtracting Multi-Digit Numbers Using the Standard Algorithm

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Games for Subtracting Multi-Digit Numbers Using the Standard Algorithm

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Students had two choices of games:

Materials: dice, paper, pencils and calculators to check work.

Subtract to Zero: This is great for struggling students!

Roll 4 dice to create a 4 digit number. Partners use one sheet of paper for this. They create the largest number they can with the 4 digits. Then, they take turns rolling two dice to create a tens digit. They take turns subtracting until they get zero. They miss their turn until they get exactly zero. They need to develop a little number sense with creating the two digit numbers to subtract by figuring out that they should maybe start with subtracting the largest they can create. But perhaps in the end when getting closer to zero, they need to use the smaller number. They have to think a lot with this and because they use the same running problem, they pay attention to each other's subtraction habits.
Ask and Give
This game is played by rolling up to 7 dice. I modified the amount of digits for some people to fit their subtraction needs.

They need two pieces of paper. Each person does their own work separately.

1. The first student asks for a random number.

2. The second student tells them either that: Yes, I have the _____. It is in the _______ place.

or No. If no, you skip your turn.

3. If it is yes, the first student adds it to their number as the other student subtracts it from his. Ask & Give.pdf

So, if it is a 3 in the hundreds place, the "asker" gets the 300 and the giver loses 300.

They keep doing this to create the largest number they can. The student with the largest number at the end of the game, wins. OR they can also try to give away enough to get to zero. That is a little harder to do, but it changes the strategy to make sure you start with the smallest number you can create in the beginning and hope that you can give away the most. It twists the thinking number sense a little. I have played both ways and I like creating the largest number better.

I asked students to choose which game they wanted to play.
Students mostly chose Ask and Give. I am not sure why. One pair of students got bored and switched. I did see one pair choose Ask and Give and try to get to zero. Take a Peek in the Classroom: Ask and Give These students were confused on how to play the game. I needed to explain exactly how the numbers are manipulated between the two of them. It is important to rove around and check to make sure that they are adding and subtracting the proper place values.

AS they played, I roved and checked their progress. I caught a pair of students confusing the two games and needed to spend time working with them to get them going. In this clip, A little confusion, I am straightening out another point of confusion where the student thought she didn't have to subtract the number out when giving. She wasn't understanding the process. These discussions I have with my students during classroom game time reinforce the understanding of place value as well as accuracy, supporting the standard.

There is one student who is struggling terribly with place value. It turned up in this game and she realized it. Finding our mistakes in place value using a game. I discover that she hasn't lined up her places when she is subtracting and adding. She needs to use graph paper to help her line up numbers. I need to work with her one on one to review place value and help her understand that the numbers have a place. It is interesting that a student can name all the places in numbers up to thousands place, but when the ten thousands place is introduced, I often see issues like this. That is why CCSS builds from year to year to help with the developmental process of understanding and number sense.

The other movie clips are just a short peek at some conversations as the games went on. Clarifying Subtract to Zeros is about getting students to understand the importance of accuracy and lining up numbers to subtract. I think it is essential that we insist on neatness and lining up numbers to support accuracy.

After 30 minutes of playing, I asked them to get calculators out and check their work.

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Get Your Game on and Subtract Fluently with Multi-digits!

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Students had two choices of games: Materials: dice, paper, pencils and calculators to check work. Subtract to Zero: This is great for struggling students! Roll 4 dice to create a 4 digit number. Partners use one sheet of paper for this. They create the largest number they can with the 4 digits.

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Looking at Cooking Recipes  To Multiply a Fraction By A Whole Number

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Looking at Cooking Recipes  To Multiply a Fraction By A Whole Number

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To begin today's lesson, I invited students to the front carpet with their white boards. Next, I reviewed the students' current learning goal: I can multiply a fraction by a whole number. To make fraction x whole number multiplication more relevant, I decided to bring in a cookbook from home:

I explained: Today we are going to be talking about recipes! If you have ever followed a recipe, you might remember that many measurements of food ingredients are fractional amounts. Often times, you'll make multiple batches of a recipe. For example, if I was having many people over for a barbecue, I might double or triple a recipe to make sure I have enough food for everyone!
Two Batches of Iced Green Tea
Today, we are going to start off by looking at two drink recipes. First, we'll look at iced green tea! I drew a 3 x 4 chart on the board to organize the ingredient measurements needed for 1 batch, 2 batches, and 5 batches. Here's what the chart will look like at the end of this activity: Number of Batches Chart.

Then, I showed students the Iced Green Tea Recipe. Let's take a look at the measurement of sugar needed for one batch. Students responded, "1/4 cup!" I wrote "1/4 c. sugar" under 1 batch.

I continued: Let's say that I have a large group of people coming over for a barbecue and I need to make 2 batches of iced green tea. I wonder how much sugar would be needed for 2 batches. What operation could you use to double a recipe? One student said, "Add 1/4 + 1/4!" Another student said, "Or you could just multiply 2 x 1/4." Great thinking! Let's show our thinking on our white boards using an equation and a visual model, such as a number line or an area model. (Most students choose to do use both models!) Turn and talk about how you would calculate this! Here's an example of student calculations during this time: 1:4 x 2.

After giving students some time, a student shared, "2 x 1/4 = 2/4 because 1/4 + 1/4 = 2/4, which also equals 1/2." I responded: So what you are saying is that I could simply use a 1/2 cup as a measuring tool instead of having to use a 1/4 cup to get 2/4 cup of sugar? I tried to relate this process to the real world as much as possible to engage students in Math Practice 4: Model with Mathematics. I want math to become more than just numbers you calculate at school!
Five Batches of Iced Green Tea
Next, I asked students: What if I wanted to invite an even bigger group of people to my house for a barbecue? Let's say that I need to make 5 batches of iced green tea. Can you show me how much sugar I would need using an equation and visual model? Again, many students used both models and an equation to represent their thinking: 1:4 x 5. I asked student to turn and share their thinking throughout this calculation process. Finally, we discussed the solution as a class and completed the chart.
Dessert Coffee Recipe
To ensure student understanding, I showed students one more drink recipe, Dessert Coffee. Following the same process as above, students documented the amount of coffee needed for 1 batch, 2 batches, and 5 batches of dessert coffee. Here are a couple examples of student work during this time: 2:3 x 2 and 2:3 x 5.

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To begin today's lesson, I invited students to the front carpet with their white boards. Next, I reviewed the students' current learning goal: I can multiply a fraction by a whole number. To make fraction x whole number multiplication more relevant, I decided to bring in a cookbook from home: I explained: Today we are going to be talking about recipes!

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I prompt the students to create "hexagons" using any pattern block other than the hexagon itself. They set about building a hexagon shape using various "same" blocks to represent the hexagon. Next, they are to label the fractional parts of their hexagon and write about their strategies of labeling and building.

The idea of this lesson is to have students work with fractional parts of a whole, moving on from and building upon the use of unit fractions. This may seem easy, but as you watch these videos, you will see that the students struggle with the naming of the fractional pieces.

This student is working to explain how she used 2/3 and 2/6 to create the whole. She also needed some prompting in why that worked.

Notice this student. He names the trapezoid 1/3 because he sees three shapes. This is a huge misconception because a fraction's name only comes from its equal sized partitions.

This girl has been struggling with this unit and her explanation in this clip made me very happy, as she is now understanding the relationship between the unit fractions.

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I prompt the students to create "hexagons" using any pattern block other than the hexagon itself. They set about building a hexagon shape using various "same" blocks to represent the hexagon. Next, they are to label the fractional parts of their hexagon and write about their strategies of labeling and building.

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Now that the students have worked a bit with learning to share their thinking in journals and in the Turn and Talk practice, we are ready to work a little more with the actual math at hand! The students have been working with a problem found in the book "One Hundred Angry Ants" by Elinor J. Pinczes over the past several days. They have been working with arrays in their journals, but have not had any formal instruction of what a true array is or is not.

There are times in my instruction when I like to give the answer to the students, instead of a question, and see what sense they can make of the math. If you choose, this is a really good time to use this strategy. Again, at the beginning of the year, you and I are getting to know our learners...how they see things, make sense of information, and communicate their thinking and their confusion. Try to keep in mind that the math spirals around all year and it is just as important to teach our young students to think and make meaning, not just answer and move to the next problem on the page.
Students, will you please gather? Thank you for walking over to the community area so safely and quietly. That really helps us get going quickly with our learning. As you remember, we have been working with these hungry ants that were trying to get to the picnic. Yesterday you pretended that there were 20 ants going to find food and you and your partner worked on configurations that we called arrays for those 20 ants. You did a wonderful job and we all saw each other's work. Now I would like you to look up at the board to the array from the book. I am going to tell you that this array has a special name. It is a 10 by 10. Can you figure out why? Look at it silently and decide what you think. Ok, now turn and talk. Great, I heard a lot of interesting theories. Next, look at these two configurations. This one is an array and this one is not. Gather your thoughts silently. Ok, turn and talk.
After allowing the students time to think independently, talk with a partner, and then as a group, you will have worked them through the first steps in Mathematical Practice 3, which is to construct viable arguments and critique the reasoning of others. I spend a lot of time on this practice, as I believe it is a cornerstone of math understanding.
Boys and girls, let's use what you have all noticed and your theories and come up with some rules we can all use to define what an array is.
Step the students through this thinking. It helps make the vocabulary their own and they will be more likely to use the word and really understand the concept. You will see on the video provided in the next section that I have their thoughts written on the white board.

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After partners have worked with each other and have some practice creating arrays, it is time to challenge them to define the concept demonstrated by an array and how it can be used to solve Plan your 60-minute lesson in Math or Number Sense and Operations with helpful tips from Michelle Marcus

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"Alright little scientists, it is time to make some great observations and measurements. I am going to really need your help. I can always use extra eyes to make sure I don't miss anything."

I explain to the children that some of the measurements may be difficult for us to get. We will have to make a few adjustments and that the measurements will not be in the order that they are on the chart.

I then demonstrate to the children how we will use a measuring cup to measure the exact amount of water for our investigation. I show them where the water line is and explain that we are not going to add any more than one cup. It is an easy way for us to measure. I will model on my chart on the power point where to write the "2 cups" so the children can see where this will go.

"The next measurement on the 'Before' chart says, that we need to do something with a thermometer. Who remember what we are going to measure with this?"

This time, I am not waiting for volunteers or even asking teams, I let the children know that it is alright for them to choral call and say the answer. This is done in the interest of time, I would like to offer more think time, but I want to keep their attention and I know if I start and stop too many times, they will loose focus on what we are doing.

I know that there will be an answer that is correct, and someone will volunteer the thermometer as a suggestion.

We will get a thermometer and place it in the water. While the thermometer is in the water, I explain that the temperature will not have a reaction instantaneously. It might be best to leave the thermometer in the water while we measure the other types. We will come back to it in a few moments.

For the weight of the butterfly, we use a balance scale and measure in small blocks.

To measure the size of the butterfly, we use a ruler.

I suggest to the children that the best way for us to measure the time involved with this, might be to write down what time we begin and what time it will be tomorrow when we come back to see our results. We could count the amount of hours that it takes to see our results.

By this time, the thermometer should have recorded the temperature of the water. Each time, we gather data, I will record and model on the chart, while the children do the same on their charts.

The children will notice in a few moments that there is no reaction right away. I offer up the idea that maybe we should wait over night and check it when we return in the morning. We could revisit the measurements then and possibly see more.

Of course, they all agree; due to their past experiences. In the Science and Engineering practice 3, students are to gather measurements of an object to and also make predictions based on prior experiences. Both of these practices have occurred during this part of the lesson.

I am careful to save the power point with the day's date on it. By doing so, I have saved all the data the children have gathered and it keeps my original power point in tact. This will make it easy to revisit the power point the next day and allow us to add the new data and compare what has happened.

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Measurement: The skill of how long, how big, how small, how much?

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"Alright little scientists, it is time to make some great observations and measurements. I am going to really need your help. I can always use extra eyes to make sure I don't miss anything." I explain to the children that some of the measurements may be difficult for us to get.

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Students have been working with partners of ten and doubles, as well as adding 10 to a number. Today I ask students to find a different number sentence to equal the one I put on the board. I ask them to write the sentence in their math journals.

In first grade they should have met the Common Core Standard, "Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false." Students may understand the equal sign in a single equation such as 8 + 5 = 13, but if I were to write 8 + 5 = 10 + 3, they might have more trouble understanding that there can be more than one thing on the other side of the equal sign. Today's lesson helps to expand the student's understanding of what the equal sign really means.

As students work, I circulate around and choose 2 - 3 students, with different equations, to show their work on the board, so we can see that there are numerous ways to compose a given number.

I start with 5 + 5 = 10. One of the reasons I select this is that the concept of making ten in different ways should be in place, so it makes a good starting point for this lesson. Starting in kindergarten, students should be developing fluency within ten, and in making ten. I call making ten "partners of ten". I hope students will quickly recall another partner of ten equation.

After we share out, I put the equation 13 + 7 = 20 on the board. Again I ask for students to write their own equations that make 20 on their individual white boards.

I do a subtraction equation as well 18 - 9 = 9. (Here I watch to see if the students attempt another subtraction problem, or find an addition problem that will equal 9.)

I keep track of students who may be having difficulty with the concept of composing true number sentences for a given number.

I give students a stretch break and ask them to come to the rug.

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Students are expected to grasp that measuring the same object with different units can yield a different number, but represent the same quantity. Plan your 60-minute lesson in Math or Number Sense and Operations with helpful tips from Beth McKenna

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While students work, I'll be floating to get a sense of what strategies they are using and push their thinking.
Possible Strategies to look for:

Direct Modelers: Get out 10 cubes, take away 2; Put up 10 fingers, put down 2 (Most of the kids will be here)

Counting Strategies: These students might use a number line (I'll have them out for students to use if they want) or they might count backwards.

Mental Math: These students may "just know" the answer. I'll push these kids to explain exactly what they did in their brains. To help them with that, I'll say, "What did you do first in your brain? Tell me what to do first"

See attached video of a student working!
Strategy Share:
I'll choose 2 students' strategies to share with the class. (One will definitely be a number line or counting strategy)
Guiding Questions:

What did they use to represent the pumpkins? How did they show that I dropped 2?

How are these strategies the same? How are they different?

How would this problem look on a number line? (Even if a child doesn't use it, model what a child did with cubes on the number line)

Why did we go backwards on the number line? Why didn't we jump up to 11?

I am not having students write number sentences yet so we can just focus on what is happening in the problem. As a scaffold, I am just exposing them to the number sentence for now.

For exposure: "I'm going to write what happened in this problem in numbers: First we had 10 pumpkins (Write 10), then we dropped, or took away, 2 (write -2) and that was the same as having 8 (write =8)."
See attached picture of the anchor chart we created!

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While students work, I'll be floating to get a sense of what strategies they are using and push their thinking. Possible Strategies to look for: Direct Modelers: Get out 10 cubes, take away 2; Put up 10 fingers, put down 2 (Most of the kids will be here) Counting Strategies: These students might use a number line (I'll have them out for students to use if they want) or they might count backwards.

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While teaching this lesson it is important to allow students to represent the math problems using manipulatives. They need the opportunity to connect the representations and be able to explain their rationale.

Write the following word problem on the board or on chart paper: (Also available in the resources section as add or subtract word problems)

Nan sees 16 birds in the tree. Some birds fly away. There are 9 birds in the tree. How many birds flew away?

Ask the class if this is an addition or subtraction problem. Have them explain their answer. Hand out red and yellow connecting cubes to students. Ask the following questions to the students:

What do we need to find? (how many birds flew away)

What information do I have that can help me answer this question? (16 birds and 9 birds)

Guide the students through the following steps to building their model.

How many birds were in the tree?

16 - have students connect 16 yellow cubes together.

How many birds are left in the tree now?

9 - have students connect 9 red cubes together.

Have students place the two cube trains next to each other and count how many more of the red cubes they will need. This will represent the number of birds that flew away. 7 birds flew away.

One misconception that some students may have for the standard OA.A.1 is that they may assume that there is a key word or phrase in a word problem that suggests the same operation each time. For example they may assume that the phrase "left" always means to subtract. To help overcome this misconception, it is important to talk through how to analyze word problems to determine if addition or subtraction is necessary.

Here is a video explaining how I get my students to talk through solving word problems:

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The word problems in this lesson will have the students making models to solve them. By making a model, that will help the student see what part of the problem to find. Plan your 60-minute lesson in Math or Number Sense and Operations with helpful tips from Lisa Murdock

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I am not sure if or for how long I will pull groups today. I anticipate that some students will need help with their number stories and that some may just take longer on this task than our usual independent work. I circulate to help students with their number stories and to make sure students are engaged and do not have any questions about how to complete the centers if they have finished their number story. If time allows, I pull groups during centers and work with them depending on the time they need (5 - 10 minutes).

Today I am focusing on subtraction with all of the groups. While my students are doing well on our subtraction lessons and centers, as we near the end of unit assessment, I would like to observe them more closely as their work through word problems. I verbally give the group a word problem. I have them solve it using manipulatives and write the equation. With students who are able to do this easily, I also have them try with drawing pictures instead of manipulatives.

Prior to clean up, I check in with each table to see how the centers are going. My students continue to struggle with getting cleaned up quickly and quietly after centers. I have been using counting down from 20 slowly instead of a clean up song. Counting backwards is as critical as counting up. Students need to be able to know the number that comes before, as well as after, any given number (w/i 10, w/i 20, etc.). Counting back is a critical strategy for subtraction.

The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.

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I am not sure if or for how long I will pull groups today. I anticipate that some students will need help with their number stories and that some may just take longer on this task than our usual independent work.

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I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull two or three groups during centers and work with them depending on the time they need (5 - 10 minutes).

Today I am focusing on addition with all of the groups. While my students are doing well on our addition lessons and centers, I want to continue to practice how to solve word problems and written equations. I verbally give the group word problems. I have them solve them using manipulatives. I then show the students some equations and have them solve them using manipulatives.

Prior to clean up, I check in with each table to see how the centers are going. My students have been struggling with getting cleaned up quickly and quietly after centers. Lately I have been using counting down from 20 slowly instead of a clean up song. Counting backwards is as critical as counting up. Students need to be able to know the number that comes before, as well as after, any given number (w/i 10, w/i 20, etc.). Counting back is a critical strategy for subtraction, which we will be starting soon!

The students like to count backwards with me as they clean up and I can lengthen or reduce the clean up time based on how students are doing and how much time we have.

# data[].attributes.attachment_link.description
I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers. I pull two or three groups during centers and work with them depending on the time they need (5 - 10 minutes). Today I am focusing on addition with all of the groups.